EXPLORATORY FACTOR ANALYSIS OF SCHOOL SAFETY IN PRIMARY SCHOOLS IN THE DIGITAL ERA, UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
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Abstract
The purpose of this study was to explore the underlying factors of safety in primary schools in the digital era under the Office of the Basic Education Commission. This study employed a quantitative research design using Exploratory Factor Analysis (EFA). The population consisted of 2,752 teachers and educational personnel working in primary schools in Nonthaburi Province under the Office of the Basic Education Commission. The sample size of 338 participants was determined based on Krejcie and Morgan's sampling table. Data were collected through an online questionnaire. The reliability of the instrument was assessed using Cronbach's alpha coefficient, yielding a value of 0.92. Data analysis involved descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as exploratory factor analysis. The findings revealed that the data were appropriate for factor analysis, with a Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) value of 0.87 and a Bartlett's Test of Sphericity value of 5876.58, which was statistically significant (p < .001). The exploratory factor analysis extracted four factors influencing safety in primary schools in the digital era from 22 observed variables, accounting for 60.972 percent of the cumulative variance. The four factors were: 1) Culture and Management, comprising 11 variables; 2) Policy and Privacy, comprising 5 variables; 3) Digital Protection Skills, comprising 3 variables; and 4) Cybersecurity Awareness and Participation, comprising 3 variables. Among these, the most influential factor was Culture and Management, reflecting the importance of collaborative practices, capacity building among school personnel, and the establishment of systematic safety management processes within educational institutions.
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References
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